CORE Phonics Survey—Record Form
Name __________________________ Grade _______ Date __________
SKILLS SUMMARY
Alphabet Skills and Letter Sounds
_____/26
A.
Letter names—uppercase
_____/26
B.
Letter names—lowercase
_____/21
C.
Consonant sounds
_____/5
D.
Long vowel sounds
_____/5
Short vowel sounds
Reading and Decoding Skills
_____/15
E.
Short vowels in CVC words
_____/15
F.
Consonant blends with short vowels
_____/15
G.
Short vowels, digraphs, and -tch trigraph
_____/15
H.
R-controlled vowels
_____/15
I.
Long vowel spellings
_____/15
J.
Variant vowels
_____/15
K.
Low frequency vowel and consonant spellings
_____/24
L.
Multisyllabic words
Skills to review: ______________________________________________________________________
____________________________________________________________________________________
Skills to teach: _______________________________________________________________________
____________________________________________________________________________________
CORE Phonics Survey—Record Form, Page 1
44
Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.
Alphabet Skills and Letter Sounds
PART A
Letter names—uppercase
Say to the student: Can you tell me the names of these letters? If the student cannot name three or
more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
D
A
N
S
X
Z
J
L
H
T
Y
E
C
O
M
R
P
W
K
U
G
B
F
Q
V
I
___/26
PART B
Letter names—lowercase
Say to the student: Can you tell me the names of these letters? If the student cannot name three or
more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
d
a
n
s
x
z
j
l
h
t
y
e
c
o
m
r
p
w
k
u
g
b
f
q
v
i
___/26
PART C
Consonant sounds
Say to the student: Look at these letters. Can you tell me the sound each letter makes? Be sure to ask
if he or she knows of another sound for the letters g and c. If the sound given is correct, do not
mark the Record Form. If it is incorrect, write the sound the student gives above each letter. If no
sound is given, circle the letter. If the student cannot say the sound for three or more consecutive
letters, say: Look at all of the letters and tell me which sounds you do know.
d
l
n
s
x
z
j
t
y
p
c
h
m
r
k
w
g
b
f
q
v
___/21
CORE Phonics Survey—Record Form, Page 2
Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.
45
PART D
Vowel sounds
Ask the student: Can you tell me the sounds of each letter? If the student names the letter, count it
as the long vowel sound. Then ask: Can you tell me another sound for the letter? The student
should name the short vowel sound.
e __ __
i __ __
l = long sound
a __ __
o __ __
u __ __
s = short sound
Record “ l ” on the first line for the long sound (letter name) and “s ” for the short sound on the second
line. If the student makes an error, record the error over the letter.
_____/5
Long vowel sounds (count the number of l ’s above)
_____/5
Short vowel sounds (count the number of s’s above)
Reading and Decoding
For Parts E through K students must read both real and pseudowords (made-up words). For the
real word lines, tell the student: I want you to read each line of words aloud. If the student cannot
read two or more of the real words in each line, do not administer the line of pseudowords; go to
the next set of items. Before asking the student to read the line of pseudowords, say: Now I want
you to read some made-up words. Do not try to make them sound like real words. When using this
assessment as a specific skills test or screening measure, do not discontinue testing if a student
does not do well on one of the items in Parts F through K. Instead, move to the next item and
continue testing.
PART E
Short vowels in CVC words
_____/5
sip
mat
let
bun
hog
(real)
_____/5
rut
fit
bat
hot
set
(real)
_____/5
nop
sut
dit
pem
fap
(pseudo)
_____/15
PART F
Consonant blends with short vowels
_____/5
stop
trap
quit
spell
plan
(real)
_____/5
silk
fast
sank
lump
held
(real)
_____/5
nask
dilt
qued
cang
dran
(pseudo)
_____/15
CORE Phonics Survey—Record Form, Page 3
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Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.
PART G
Short vowels, digraphs, and -tch trigraph
_____/5
when
chop
thin
shut
wick
(real)
_____/5
dodge
rash
ring
then
match
(real)
_____/5
chid
shom
dath
phid
futch
(pseudo)
_____/15
PART H
R-controlled vowels
_____/5
harm
dirt
form
fern
surf
(real)
_____/5
worn
pert
bark
turn
bird
(real)
_____/5
nerm
sirt
gorf
murd
carn
(pseudo)
_____/15
PART I
Long vowel spellings
_____/5
tape
key
toe
paid
feet
(real)
_____/5
leap
boat
tie
ray
blow
(real)
_____/5
loe
hine
beap
faim
soat
(pseudo)
_____/5
few
down
moon
hawk
coin
(real)
_____/5
cue
loud
cook
haunt
toy
(real)
_____/5
voot
rew
fout
zoy
bawk
(pseudo)
_____/15
PART J
Variant vowels
_____/15
PART K
Low frequency vowel and consonant spellings
_____/5
kneel
cent
type
ghost
wrist
(real)
_____/5
giant
sweat
gnat
bomb
sigh
(real)
_____/5
bice
knod
dimb
tigh
wrep
(pseudo)
_____/15
CORE Phonics Survey—Record Form, Page 4
Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.
47
PART L
Multisyllabic words
To administer, say to the student: I want you to read aloud down the first column of words. Each of
the real words in this column has two syllables. Point to the first column. If the student can read at
least five out of eight of the words in this column, point to the second column and say: Now I
want you to read aloud the next column of words. If the student can read at least five of the words
in the second column, point to the third column and say: Now I want you to read some made-up
words. Do not try to make them sound like real words.
_____/3
Closed-closed
unless
consent
timbut
_____/3
Closed-silent e
competes
admire
rompete
_____/3
Open/closed-other
depend
radishes
podated*
_____/3
Open or closed
zero
menu
gromu*
_____/3
Silent e
locate
inhaled
pentate
_____/3
Consonant -le
stable
dimple
morkle
_____/3
r-Controlled
further
bordered
darber
_____/3
Vowel team
railways
roaring
fauntoon
_____/24
* The first syllable of these words can be either open or a closed (long or short vowel sound,
respectively); the second syllable of podated can be either a closed (short vowel sound) or a silent
-e (long vowel sound) syllable, due to the rules for adding -ed.)
CORE Phonics Survey—Record Form, Page 5
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Copyright ©1999, 2008 by CORE. Permission granted to reproduce for classroom use.